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Absolutely, socioeconomic status has everything to do with success in school. In general, the "have-nots" need much more support at school, have less success with reading and core programs, and adjust to behavior expectations less readily than the "haves." The have-nots have little academic support outside the school day, usually work one or two part-time jobs, and often experiment with chemicals and alcohol at an earlier age, probably due to less supervision in the home and neighborhood. Just my two-cents worth.